Summary:
What is a WebQuest? “A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.” (http://webquest.sdsu.edu/overview.htm, paragraph 2).
Click here to hear audio of WebQuest definition:
Assignment: Design and create a WebQuest instructional unit that integrates the use of the Internet and demonstrates skills with various technologies. This unit must be linked to one or more state content standards and must include clearly defined strategies to assess student learning.
Goals for Webquest: · Overall Visual Appeal- Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently. · Navigation and Flow-Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. · Mechanical Aspects-No mechanical problems noted. · Motivational Effectiveness of Introduction -The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem. · Cognitive Effectiveness of the Introduction-The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about. · Connection of Tasks to the Standards-The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards. · Cognitive Level of the Task-Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. · Clarity of the Process-Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next. · Scaffolding of the Process-The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. · Richness of the Process- Complex activities are conducted by students assuming different roles that help students understand different perspectives and/or share responsibility in accomplishing the task. · Relevance and Quantity of Resources- There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight. · Quality of Resources-Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply. · Clarity of Evaluation Criteria-Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. My WebQuest:
The WebQuest I designed required my students to conduct research an element of their choice using the websites that I provided. From this research the students were required to make a PowerPoint (for the purpose of presenting to the class) and write a written report.
I have to tell/brag.. I am really excited about this particular assignment. Why?? In case this is being read some time far after the "Blizzard of early February 2010" I hope to remind everyone that for an entire week school was cancelled and our darling students could not attend school. I know this is going to be surprising but the day before the Friday before the blizzard all of my students had a project due. They had over two weeks to complete the assignment. Out of 25 students only 4 were ready to present their assignments on Friday. The students were aware that this was 100 point project and that for each day they were late their project grade would be reduced by a letter grade. To be honest, I was very concerned because my students are known to turn assignments in two weeks late! Over the weekend, I happen to be working on my graduate school project: a WebQuest. At first, the WebQuest I generated was somewhat related to the assignment we had done in class but was geared for next year. Then, on Saturday night it dawned on me that I could tweak my WebQuest just a little bit and it would then be suitable for my current students to use if they had not yet completed their projects. I made several adjustments and then started the task of calling each and every student who had not completed their assignment on time. Of the 21 phoen calls I made, all but 2 of them had internet access and were able to use the WebQuest I made. That is not to say all of them WILL complete their assignment but there is no earthly reason for any of them to not complete it now. I can hardly wait to get back to school to find out how they liked the WebQuest. I will definitely be using this WebQuest next year. I'm also very interested in designing WebQuests for all future projects because in addition to being a great resource for students this was an excellent resource for parents!
Here are links to a sample student PowerPoint, sample of expectations for the written report, and a printable version of the requirements for both the PowerPoint and the Written Report:
Summary:
What is a WebQuest? “A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.” (http://webquest.sdsu.edu/overview.htm, paragraph 2).
Click here to hear audio of WebQuest definition:
Assignment: Design and create a WebQuest instructional unit that integrates the use of the Internet and demonstrates skills with various technologies. This unit must be linked to one or more state content standards and must include clearly defined strategies to assess student learning.
Goals for Webquest:
· Overall Visual Appeal- Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.
· Navigation and Flow- Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.
· Mechanical Aspects- No mechanical problems noted.
· Motivational Effectiveness of Introduction - The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.
· Cognitive Effectiveness of the Introduction- The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.
· Connection of Tasks to the Standards- The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.
· Cognitive Level of the Task- Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.
· Clarity of the Process- Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.
· Scaffolding of the Process- The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it.
· Richness of the Process- Complex activities are conducted by students assuming different roles that help students understand different perspectives and/or share responsibility in accomplishing the task.
· Relevance and Quantity of Resources- There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.
· Quality of Resources- Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.
· Clarity of Evaluation Criteria- Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.
My WebQuest:
The WebQuest I designed required my students to conduct research an element of their choice using the websites that I provided. From this research the students were required to make a PowerPoint (for the purpose of presenting to the class) and write a written report.
Here is a link to my WebQuest for all of the details : **http://www.zunal.com/webquest.php?w=51689**
Reflection:
I have to tell/brag.. I am really excited about this particular assignment. Why?? In case this is being read some time far after the "Blizzard of early February 2010" I hope to remind everyone that for an entire week school was cancelled and our darling students could not attend school. I know this is going to be surprising but the day before the Friday before the blizzard all of my students had a project due. They had over two weeks to complete the assignment. Out of 25 students only 4 were ready to present their assignments on Friday. The students were aware that this was 100 point project and that for each day they were late their project grade would be reduced by a letter grade. To be honest, I was very concerned because my students are known to turn assignments in two weeks late! Over the weekend, I happen to be working on my graduate school project: a WebQuest. At first, the WebQuest I generated was somewhat related to the assignment we had done in class but was geared for next year. Then, on Saturday night it dawned on me that I could tweak my WebQuest just a little bit and it would then be suitable for my current students to use if they had not yet completed their projects. I made several adjustments and then started the task of calling each and every student who had not completed their assignment on time. Of the 21 phoen calls I made, all but 2 of them had internet access and were able to use the WebQuest I made. That is not to say all of them WILL complete their assignment but there is no earthly reason for any of them to not complete it now. I can hardly wait to get back to school to find out how they liked the WebQuest. I will definitely be using this WebQuest next year. I'm also very interested in designing WebQuests for all future projects because in addition to being a great resource for students this was an excellent resource for parents!
Here are links to a sample student PowerPoint, sample of expectations for the written report, and a printable version of the requirements for both the PowerPoint and the Written Report: